3100 The Boulevard, Montreal, Quebec, H3Y 1R9, Canada
1939 Sooke Rd, Victoria, British Columbia, V9B 1W2, Canada
1930
2009
470
251
K to 11
4 to 12
Coed
Coed
Day, Homestay
Day, Boarding
English, French
English
Academic
Academic
Progressive
Progressive, International Baccalaureate
12 to 20
12 to 18
Learning, Developmental
Learning, Developmental, Behavioral
In-class adaptations
In-class adaptations
$20,081 to $24,754
$10,290 to $17,750
$40,640 to $62,000
Yes
Yes
0%
10%
None
7 to 12
$0
$5,000
39
28
0%
30%
0%
95%
K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11
6, 7, 8, 9, 10, 11, 12
7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Rolling
Yes: grades K - 11
Yes: grades 4 - 12
No
No
No
No
information not available
information not available
St. George's was founded in 1930 by a group of parents who wanted something different for their children, namely an education that was less based in rote learning and more based in experience and respect for the individual learners. Then, as now, the students didn't wear uniforms, and lessons were learned experientially, through hands-on lived experience. Students take part in projects and programs with students throughout the school, not only their immediate age mates. Students are encouraged to follow the paths of their curiosity, and then given the latitude and the resources in order to do so. That said, there is a structure, too, and the academic program has, throughout the life of the school, proved itself through real, observable results.
View full reportBrookes Westshore, an International Baccalaureate (IB) World School, envisions a future filled with self-confident, lifelong learners who are connected and inspired to help others. Brookes Westshore fosters an inclusive, multicultural community, with over 20 different nationalities represented across Grades 4 through 12. Small class sizes, engaging teachers, and a caring community support students in a personalized environment that develops their critical thinking skills and a passion for life-long learning. Brookes Westshore provides students with the tools they need to pursue their dreams.
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"I consider the academics at Brookes to be among the best I have experienced as an educator."
Hannah Ashwood-Smith - Parent (Aug 05, 2022)
Our son loves his school experience at Brookes. He has enjoyed the culturally diverse community and ...
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"We found our community, we feel like we belong here and my kids are thriving."
Silvia Cardenas - Parent (Mar 13, 2023)
Both my kids have been thriving since they started in Brookes Westshore in the 2020-2021 school year...
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"We think our kid receives the support he needs."
José Tomás Martínez de Pablo - Parent (Mar 20, 2023)
He enjoys most of the sports facilities, the availability of a gym, an indoor court at school, and t...
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"A leader in progressive education since 1930, St. George's fosters a love of learning in each student. Our K-11, gender-inclusive school offers expert teachers, small class sizes, a bilingual elementary school, and a research-based experiential curriculum promoting student-centered learning within a rich and supportive academic environment. A St. George's education is rooted in the profound respect for the individual learner, their wellbeing, and a commitment to each student discovering their passion and purpose."
"Brookes Westshore is an IB World School offering the International Baccalaureate Middle Years and Diploma Programmes. We are just 15 minutes from downtown Victoria on the scenic West Coast of British Columbia. Our small class sizes, engaging teachers and caring community support students in a personalized learning environment that develops critical thinking skills and a passion for life-long learning. Students have the opportunity to graduate with both the IB Diploma and the BC Dogwood Diploma."
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"Brookes Westshore teaches all students the International Baccalaureate curriculum. We believe this is the most comprehensive curriculum available provides students with the knowledge and skills to be their best selves in an increasingly globalized world. Students graduate from Brookes Westshore with the IB Diploma as well as the BC High School Diploma (BC Dogwood). The global perspective of the IB is enhanced through our commitment to having 50/50 local and international students."
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"Families choose Brookes Westshore for our small class sizes, excellent teaching, and the International Baccalaureate curriculum. With a maximum of 300 places available we are able to maintain a strong sense of community, where students are noticed and recognized for their unique attributes, and are given individualized support in areas where they need it."
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"Our international teaching staff. As an IB school we attract teaching staff who are highly qualified, motivated to support student excellence, and who have lived and worked around the world. Our diverse teaching staff bring a range of skills and perspectives to the classroom that directly benefit students, and build on the global mindedness at the heart of the IB curriculum. Our senior teachers mentor our younger staff, and our younger staff bring new ideas and energy into our community."
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"One of the things that we consistently hear from our families is surprise at the breadth of afterschool activities we offer, despite our small size. Students are able to take part in ASAs every day of the week and can choose new activities each term. We take advantage of the many facilities available in our community, as well as the stunning natural environment of Vancouver Island. Students can choose to go rock climbing, play tennis, take action on the environment, create music and much more."
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Every school aspires to provide the knowledge and skills that are required to transform their students into accomplished and confident adults. To a great extent, this transformation is accomplished by the timely and caring interventions of their teachers.
At St. George’s, we believe that our programs provide appropriate challenges and engagement, even as students begin their first years of learning. To fulfill this promise, we offer differentiated approaches and programs in all core disciplines. As our students mature and gain confidence, our curriculum offers additional challenges through enriched, accelerated, and ‘Advanced Placement’ classes. Students are offered a rich assortment of options so that they may experience new and exciting domains of development in areas such as Marine Biology, Engineering, Psychology and Media, as well as the opportunity to pursue co-curricular options such as Biomimicry, Jazz Band, Glee, Stage Crew, Robotics and Debating.
At St. George’s, we believe that education is best served by establishing a deep and authentic relationship with each student, as a confirmation of our unwavering belief in each child’s unique passions and aspirations. We see our role as enablers, unleashing the amazing talents that lie within each child. To provide a fertile terrain for personal and academic growth, this process requires trust and validation from peers and adults.
We believe that teaching is an intuitive art that is further enhanced through our greater understanding of each learner’s character, and the development of their self-awareness, their empathy for others, their perseverance and their sense of optimism- all of which provide the foundation for an enriching life. At St. George’s, we measure our success by the degree of our students’ aspirations to lead a fulfilled life.
We believe that education is a real-time experience and that it happens best through real-life inquiries and projects where each student becomes an agent for change, both locally and amongst extended communities, and where the exploration of one’s true self becomes a profound and rewarding process. We also believe that as our students discover themselves, and as they explore the world around them, their ability to make sense, to create, to self-regulate and to become solid life-long learners and transformation leaders will naturally follow.
Based on the child-centered approach of John Dewey, St. George’s School of Montreal was founded in 1930 by an enlightened group of progressive parents and educators from Sir George Williams (Concordia) and McGill Universities. Our commitment to the individual growth and development of each child continues to the present day. We are always pleased to welcome prospective parents who wish to learn more as to how our unique, time-tested approach supports each child on a personal and academic level.
At Brookes, feel the positive energy that fills the corridors with a spirit of adventure, and sense the wonder of discovery in each classroom.
Our students thrive in the challenging, productive, and supportive learning environment we offer. Our goal is to nurture the joy of learning within our students and provide a safe place for them to explore their interests and discover their potential. We encourage students to take intellectual risks, to think creatively, and to work effectively with others.
Brookes Westshore is an authorized IB World School. Our mission is to prepare young men and women to become global citizens who have a passion for service and leadership, and who use compassion and communication to inspire peace in our world. Our small size allows us to tailor our classes to each student's need, allowing for a highly personalized learning experience.
I invite you to rise to the challenge of an IB education. Take a step beyond the average and begin to realize your boundless potential!
Progressive
International Baccalaureate
Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
Some private schools offer International Baccalaureate (IB) programming. The "Diploma Programme" is offered to students in the final two years of high school, while the "Primary Years Programme" (ages 3 to 12) and "Middle Years Programme" (ages 11 to 16) serve as preparation for the diploma program.
At St. George’s, we ask our students to actively engage in the process of self-discovery and challenge themselves in order to grow emotionally, socially and cognitively. Through the use of reflective learning techniques, students learn to connect the abstract through meaningful field trips and real-life experiences which engage students beyond the classroom and curriculum. At St. George’s, we practice and champion responsive teaching in an environment that provides students with the opportunity to safely and confidently develop their own voice and respect a diversity of ideas and opinions.
We currently offer the IB Diploma Programme for grades 11 and 12, and the IB Middle Years Programme (MYP) for grades 6 through 10. Our school embraces the newly revised BC Ministry curriculum and is taught through the MYP and IB framework. Our approach is to engage students in big ideas, asking essential questions to make learning meaningful and relevant. For 2020 we will be pioneering a grade 4 and 5 class as we build towards offering the IB Primary Years Programme (PYP).
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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Balanced Literacy
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
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Process approach
The process approach to teaching beginner writing aims to get students writing “real things” as much as possible and as soon as possible. The goal is to create the right environmental conditions to encourage a love of writing and a motivation to write well. With children invested in the writing process -- through assignments children find meaningful -- students are then given feedback on how they can improve.
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Equal Balance
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
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Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Physics
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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We teach literature as a progression of analysis skill building, and learning to express ideas through presentations and writing through the grades. Students are exposed to diverse cultural views through different types of texts and being able to understand the different means through which a writer can convey their ideas and purpose to an audience. Students are encouraged to think independently and collaborate with others in the learning process. In the International Baccalaureate (IB) Diploma Programme, students will study Language and Literature course in their mother language. Many of our international students in this programme love to be able to have this opportunity.
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Thematic
The Thematic approach organizes the curriculum around certain themes or cultural universals. Students might spend time focused on food. Then they might focus on transportation or government, and so on.
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Equal Balance
Not applicable
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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Communicative
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
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Most of our students study French until Grade 10 and many universities require an additional language for their programs. The International Baccalaureate (IB) Diploma Programme requires all IB students (Grade 11 and 12) to complete a second language.
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
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Equal Balance
These programs have an equal emphasis on receptive and creative learning.
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Visual Arts encourage students to challenge their own creative and cultural expectations and boundaries. Students develop analytical skills in problem-solving and divergent thinking, while working towards technical proficiency and confidence as art-makers. By exploring and comparing visual arts from different perspectives and in different contexts, students are expected to engage in, experiment with and reflect upon a wide range of contemporary art practices and media. Courses are designed for students who wish to study the arts at a post High School level, as well as for those who are seeking lifelong enrichment. We celebrate the visual arts in the way we create images and objects, and in the way we appreciate, enjoy, respect and respond to the practices of art-making by others from around the world. Theories and practices are dynamic and connect many areas of knowledge and human experience through individual and collaborative exploration, creative production and thoughtful interpretation.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Light integration
Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
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Web design
Robotics
Computer science
Web design
Robotics
Computer science
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We believe in a creating a balance of the physical and academic by providing PE to all of our students. Daily physical activity is a requirement of all of our students.
Not applicable
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
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In Kindergarten at St. George’s, we foster a love of learning within each child. We deliver a purposeful and enriched curriculum through both structured and organic learning opportunities. Hands-on, experiential learning engages our students, and we have fun along the way, ensuring our students have a positive, joyful experience. The children are exposed to both play-based and academic programs in order to prepare them for the social, emotional and academic expectations of elementary school.
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Accelerated
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
The main curriculum accelerates beyond the pace of the provincial one; ALL students do the work of OLDER public-school peers in tangible and measurable ways. This accelerated pace is maintained by the teachers and school, (through textbook selection, topic selection, grading, assignment standards and expectations, etc).
Within the High School curriculum, French, mathematics, and science are streamed to allow for students to work to experience challenge. In-class work supports heterogeneous and ability groupings as well as some independent study depending on the goals to be achieved.
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Rigorous
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
St. George’s offers engaging programs with a strong emphasis on identifying challenging goals for each student. We understand that every child develops at their own pace and therefore emphasis is placed on becoming confident and resilient. St. George’s community is diverse and respects each individual as having an infinite potential for growth.
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Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
We offer challenging learning environments to develop the imagination and the motivation to excel, and to inspire a joy of learning that is infused with enthusiasm and empathy.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. |
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Extra support
Accommodations
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
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St. George’s believes that learning difficulties are part of the many challenges that students may face as they mature and grow.
As a small school our learning assistance is limited to extra support after classes with some in-class accommodations based on specific student needs and the classroom learning environment.
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
7 - 12
0%
10%
$0
$5,000
0%
95%
K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11
6, 7, 8, 9, 10, 11, 12
7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Rolling
Yes: grades K - 11
Yes: grades 4 - 12
No
No
No
No
No
No
Yes: grades 2 - 11
No
No: grades K - 11
No
Yes
No
It is our goal to enrol a diverse student body united by every student's ability and interest in an international education, global citizenship and passion for service and leadership.
HOW TO APPLY FOR KINDERGARTEN:
Step 1: Submit an application package no later than Friday, October 28, 2016.
The following must accompany the application form as part of a completed application package:
Step 2: Once the Admissions Office has received your application package, your family will be contacted to schedule a Family Interview. These interviews typically take place in late fall/early winter.
Step 3: Following the Family Interview, the Admissions office will confirm a Readiness visit for your child. These visits typically take place in early December.
Step 4: Families are generally notified of the Admission Committee’s recommendation by mid-December.
HOW TO APPLY FOR GRADES 1 THROUGH 6:
Step 1: Submit an application package no later than Friday, February 3, 2017.
The following must accompany the application form as part of a completed application package:
Step 2: Shortly following the receipt of your application package, the Admissions Office will contact your family to schedule a Family Interview meeting. This visit will include a Student Assessment.
Step 3: Families are generally notified of the Admission Committee’s recommendation two weeks following completion of the entire application process.
HOW TO APPLY FOR GRADE 7:
Step 1: Submit an application package no later than Monday, October 3, 2016.
The following must accompany the application form as part of a completed application package:
Step 2: Grade 7 Applicants are required to complete the Common Admission Test (CAT). You can register for this CAT athttp://registrationbl.qc.ca/. Download these helpful tips and pointers for writing these tests.
Step 3: Once the Admissions Office has received your application package, your family will be contacted to schedule a Family Interview. These visits typically take place in late September / early October.
Step 4: St. George's follows the QAIS best practice admission guidelines and will begin notifying families of the Admissions Committee recommendations by November 4, 2016.
HOW TO APPLY FOR GRADES 8 THOUGH 11:
Step 1: Submit an application package no later than Friday, February 3, 2017.
The following must accompany the application form as part of a completed application package:
Step 2: Grade 8-11 applicants are required to complete an Entrance Exam. You can register for this exam athttp://tests.registrationbl.qc.ca. Download these Admission Test Tips and Pointers.
Step 3: The Admissions Office will contact your family to schedule a Family Interview meeting.
Step 4: Families are generally notified of the Admission Committee’s recommendation two weeks following the completion of the entire application process.
We require an online application with supporting documentation, including: